Learning in Math and Technology - Essay Example

?Part A: Learning in Math, Science and Technology Maths Paula wanted to build a boat out of wood and specified that she needed 3 pieces. She also required “lots of nails” and counted them while she chose what she needed. Paula shows that she is developing her quantification skills. Perceptually, she knows how much she needs (ex. Her use of the term “lots of..” indicating that the set needs to be a certain number- “3 bits over there” ) and fulfils her own requirement by getting the nails herself while determining its quantity. Geist (2001) contends that quantification is the basis for formal math. It synthesizes order by allowing an individual to count chronologically in a specific sequence and each object is counted only once. Babbington (2003) believes that opportunities abound to learn math and these need to be maximized by allowing children to engage in the activities themselves. Science The children’s own observations and comparisons (smooth wood vs. hard wood; sinking vs. floating) remained active throughout their play. DeBoo (2006) believes that observation is the most important skill in enquiry. Putting the wooden boats in the water, they explored how each will move by pushing it real hard. They discovered that some things float and some things sink. This shows that the children have pre-knowledge of the concepts of force and inertia and sinking and floating. While playing, their minds remain active and constantly coming up with new ideas. Paula observed that her boat does not go straight and just goes around in circles. At this point, she may be associating her boat’s shape with the direction it goes. She thinks having a more triangular front will make it go faster. Another idea is Hone’s perception that his boat will be more stable if he adds more pieces of wood to it to balance it and make it float better. This is another example of scientific knowledge in physics although it is not explicit. Discovering a bumble bee in the water was another stimulant for scientific thinking. Paula knows that it can swim and may sting if touched. This is knowledge of biology and how living things survive. This may have been learned from previous experience or discussion about bees. It is good for children to be exposed to learning about their physical world. They are encouraged to develop an understanding of what things are made of and how other objects can associate with it (Backshall, n.d.) Technology In the beginning of the story, Hone volunteered to get hammer and nails for Paula because they wanted to build their own boats from scratch. Both children were familiar with the tools. However, since they are very young and still lacking in motor skills, they decided to collaborate in using the technology. While Hone hammers in the nail, Paula was tasked to hold on to the nail while she held it down with pliers. Not convinced that the boat will be fast enough, Paula suggested hers will have a “sharp bit at the front, like a triangle” and knew that she needed a saw to contour her boat. Howitt et al. (2007) believe that science should be hands-on and the manipulation of technology such as the tools of hammer & nails and saw is a reflection that children are allowed to explore and do science in their environment. Reference Babbington, S. (2003). The magic of early childhood mathematics. In Ministry of Education, Convention proceedings: Papers presented at the 8th Early Childhood Convention, 22-25 September 2003, Palmerston North/Manawatu, New Zealand. Backshall, B. ( ) Science for Infants and Toddlers. The First Years: New Zealand Journal of Infant and Toddler Education, Vol. 2, Issue 2. DeBoo, M. (2006) Chapter 16: Science in the Early Years Geist, E. (2001) Children are Born Mathematicians: Promoting the Construction of Early Mathematical Concepts in Children Under Five, Young Children, July, 2001 Howitt, C., Morris, M., & Colvill, M. (2007). Science teaching and learning in the early childhood years. In V. Dawson & G. Venville (Eds.), The art of teaching primary science (pp. 233-247). Australia: Allen & Unwin. Part B: Curriculum In Part A, we saw the curriculum in action while Paula and Hone explored their world and were freely allowed to do so with little or no adult intervention. In the fifth strand of the Te Whariki curriculum, Mana Aoturoa or Exploration lets children learn through the active exploration of their environment. This exploration is mostly done in the context of play and the learning derived from it is considered valuable. The children’s interest in Bees will further be strengthened with the following child-centered activities that I hope they will enjoy. Before the children arrive, I shall arrange the environment to be conducive to their learning and exploration. On their tables, pre-made bees out of felt paper stuck on clothespins and several cups will be provided. I expect the children to initiate what they want to do with it. They can think of simply pinning it on the rim of the cups as a fine motor exercise or put one clothespin per cup for a matching activity. They may even arrange the quantities of the clothespins in order like 1 pin on one cup, then 2 pins on the next cup then 3 pins on the third cup, and so on. Math Skills such as one-to-one correspondence, sorting, seriating and simple addition/subtraction may be developed from this activity. To inspire the children with working with the bee clothespins, a clear capped bottle with a bee inside and a magnifying glass are placed in one corner of the room. They may look at the bee up close to see its parts better. They will not be able to do it otherwise, if the bees are just flying around. This activity will enhance their observation skills as they see each body part of the bee and how the wings move when it attempts to fly. The magnifying glass is one technology that aids them in acquiring science-related skills. To extend this activity, the children may read a number of books and storybooks about bees in the reading corner for children to read on their own. Another technology that I can offer them is a blank paper with boxes for their drawings and lines under it for the text they may write on as pages for their own stories about bees. This may serve as their observation sheet. If they are still unable to write, they may dictate their observations, stories or labels for the pictures to the teacher who writes it word for word on the allotted lines. Boats are interesting objects to children, as was seen in the case study. I can extend their interest with some activities that are play-based. Toy boats and water can be used as technological aids to learning about the physical world. Each child with a plastic boat may play with it in the water table. They may race the boats by blowing into them from one end to the other end and see whose boat reaches it first or last. Children may relate the speed of the boat to the strength of the force of their breaths. Back in the classroom, playdough may be set on the tables, ready to be molded into a diorama that represents the sea with boats and other seacrafts. The children are free to create their own design for their boats made out of playdough On another day, I can separately prepare pieces of cut-out trapezoids and mini flags on the table. I expect children to explore the shapes like assembling to create boats or other things they can create out of the pieces. Sooner or later, they may choose to match each trapezoid to 1 flag for an exercise in one-to-one correspondence. Teacher may ask which set is more or less and ask child to explain why. Not only will they learn the math concepts of geometric shapes, one-to-one correspondence and quantities of “more” or “less” but also the skills of comparison and composing new figures out of shapes. Read More